The Four Horsemen of This Apocalypse How Racism, Xenophobia, Violence and Injustice Converged in the Pandemic to Change the World

Michael J. Sheridan, PhD Terrence M. Winston Special Advisor for Diversity & Lead Consultant Wellness Programs Paradigm Time LLC [email protected] [email protected]

July 23, 2020 Apocalypse n Apocalupsis - “revealing, disclosure, to take off the cover.”

n Information Source: www.GotQuestions.org Pandemic n Pandemos - public; literally of all the people.

n From Wikipedia, the free encyclopedia Xenophobia n Xénos – “stranger" or “foreigner” n Phóbos – “fear” n “One unduly fearful of what is foreign and especially of people of foreign origin”

n “Xenophobe.” Merriam-Webster.com Dictionary, Merriam-Webster, https://www.merriam-webster.com/dictionary/xenophobe. Accessed 17 Jul. 2020. Apocalypse + Pandemic + Xenophobia n Revealing, disclosure, to take off the cover n All the people (public) n Stranger, foreigner and fear The Significance of This Moment n Social – How will our communities rebuild? Transform? n Political – Who will represent us? n Cultural – Which worldviews will guide our understanding of each other? n Historical – What lessons are we prepared to learn? n Economic – How will resources be allocated for healing? Setting the Frame

We All Have Multiple Identities: § That we use to define ourselves § That others use to define us

We All Have Internalized Bias: § Bias about groups we don’t belong to § Bias about groups we do belong to “To have bias is to be human. Bias originates evolutionary inclination to distinguish ‘friend’ (someone like me) from ‘foe’ (someone different from me) in order to survive. It is a fundamental way that our minds process information, allowing us to both stay safe and navigate a cacophony of stimulus at a reasonable pace. Our background and experience create the lenses through which we see, interpret, and judge the world. Our natural tendency is to see the world as we are, not as it is. When we are busy or distracted, or feel guilty about our biases, it is more likely that we will act and make decisions from our unconscious. In order to make more objective decisions, we need to create the space to pause and analyze the nature and source of our unconscious judgments. By taking this on, we can create more conscious awareness both individually and organizationally.”

Source: www.cookross.com In this presentation, we’re going to be talking about: § Current events relative to racism, especially anti- Black racism § Current events relative to xenophobia, with emphasis on who is (and is not) being seen as “American” § Consider both topics within the context of the Pandemic and increasing polarization § Strategies for positive change, highlighting personal, internal change necessary for collective change Be mindful of… n What’s going on for you as you participate in this training. n Three internal “messengers” that can help with this are: § Your body § Your mind § Your heart Part I: Racism Anti-Black Violence 2.0

A shift in perspective

Examples n Strom Thurmond, former Senator from So. Carolina for 48 years, was a staunch and racist segregationist. He had (and financially supported) at least one child (Essie Mae Washington- Williams) with a black woman n “Founding Father” Thomas Jefferson is well- known to have fathered 6 children by enslaved Sally Hemmings, whom he “acquired” as a teen and never freed—even upon his death. Birth of a Nation: From Fay Wray to Amy Cooper

Anti-Black propaganda maintains the “status quo” Jan. 24th 2014 – Buro 247 magazine

A 400+ Year Head Start

Fixing Healing n More “Do’s & Don’ts” n Acknowledging the problems n Creating a timeline for change n Processing new information n Hiring Black & Brown professionals n Embracing the “7 stages of grief” (Attrition warfare) n Engaging the generational trauma n Making Black & Brown people n Developing different therapeutic responsible for shifting models organizational cultures and (re) n Elevating a diverse historical educating White people narrative written by those who have n Miseducation been oppressed and “othered” n Individualizing the problem n Not only defining people by their “trauma” n Non-defensive listening; not taking things personally

Questions/Comments? Part II: Xenophobia and the Immigrant/International Student Experience Definitions § Ethnocentrism: “The belief that one's culture is superior to all other cultures; Seeing one’s own culture as the correct way of living.” § Hyper-Nationalism: “Extreme nationalism; the belief in the superiority of one's nation and of the paramount importance of advancing it.” § Nativism: “A policy of favoring native inhabitants as opposed to immigrants” § Xenophobia: “Fear and hatred of strangers or foreigners or of anything that is strange or foreign.” n “The Norm”: “A standard of rightness and often righteousness wherein all others are judged in relation to it.” The Norm includes those who have ability to exert systemic power and control (may not be the numerical majority; examples of nonwhites in South Africa and women worldwide). n “The Other”: “Those who fall outside ‘The Norm,” yet who are defined in relation to it.” The Other are often seen as “abnormal,” “inferior,” “needing help,” etc., and are often marginalized and not able to exert systemic power and control (may not be the numerical minority).

Suzanne Pharr, 1997 Lived Experience by Status: “The Norm” Experience n Social Power = Access to resources that enhance one’s chances of getting what one needs or influencing others in order to lead a safe, productive, and fulfilling life. n Privilege = Unearned access to resources (social power) only readily available to some people as a result of their social group membership or the advantages provided by some statuses. Lived Experience by Status: “The Other” Experience u Inequality = Unequal access to resources and influential power needed to lead a safe, productive, and fulfilling life (e.g., haves vs. have-nots; powerful vs. powerless). u Stigma = “To be marked with a label of disgrace.” Results in limited or blocked access to resources (social power) as a result of social group member- ship or disadvantages because of unprivileged statuses. Historical Nativism and “Otherizing” n 1790: Congress passes the Naturalization Act about who should be granted U.S. citizenship – any free white person of “good character” living in U.S. for 2+ years. n 1849: America’s first anti-immigrant political party, the Know-Nothing Party forms, as a backlash to the increasing number of German and Irish immigrants settling in the United States. n 1882: The Chinese Exclusion Act passes, which bars Chinese immigrants from entering the U.S. Beginning in the 1850s, a steady flow of Chinese workers had immigrated to America. n 1907: Amid prejudices that an influx of Japanese workers would cost white workers farming jobs and depress wages, the U.S. and Japan sign a “Gentlemen’s Agreement” to limit Japanese emigration to the U.S. to certain categories of business and professional men. n 1917: The Immigration Act of 1917 establishes a literacy requirement for immigrants entering the country and halts immigration from most Asian countries. n 1924: The Immigration Act of 1924 limits the number of immigrants allowed into the U.S. yearly through nationality quotas. Favors immigration from Northern and Western European countries (Great Britain, Ireland and Germany account for 70% of all available visas). Immigration from Southern, Central and Eastern Europe limited. Completely excludes immigrants from Asia, aside from the Philippines, then an American colony. n 1939: The U.S. turned away 937 passengers, almost all Jewish, on the St. Louis, forcing them to return to Europe. Over 25% of them died in the Holocaust. n 1942: Labor shortages during WWII prompt the U.S. and Mexico to form the Bracero Program, which allows Mexican agricultural workers to enter the U.S. temporarily. The program lasts until 1964. n 1965: The Immigration and Nationality Act ends the national origin quotas enacted in the 1920s; replaced with a 7-category preference system emphasizing family reunification and skilled immigrants. Upon signing the new bill, President Lyndon B. Johnson called the old immigration system “un-American,” and said the new bill would correct a “cruel and enduring wrong in the conduct of the American Nation.” n 1965-1970: Immigration from war-torn regions of Asia, including Vietnam and Cambodia, more than quadrupled. Family reunification became a driving force in U.S. immigration. n 1980: During the Mariel boatlift, roughly 125,000 Cuban refugees make a dangerous sea crossing in overcrowded boats to arrive on the Florida shore seeking political asylum. n 1986: Immigration Reform and Control Act, which allowed permanent residency to almost 3 million people who had lived illegally in the US. Since 1982 or worked certain agricultural jobs; denounced as amnesty. n 1996: Illegal Immigration Reform and Immigrant Responsibility Act, which authorized constructions of barriers along part of the U.S.-Mexico border and increased immigration enforcement actions. n 2002: Homeland Security Act created the Dep’t. of Homeland Security and an electronic data system to maintain information on the admission of immigrants and possible grounds for removal from the U.S. n 2012: Deferred Action for Childhood Arrivals (DACA), which shielded more than 75200 young adults brought the U.S. as children from deportation. Also granted two-year work permits to those between 15- 30. Still no path to citizenship. Recent History/Current Events § 2017: Proposed American Immigration for Strong Employment (RAISE) Act, which would permanently reduce legal immigration to the U.S. by half by eliminating the diversity visa, eliminating or restricting immediate family and close relatives, imposing a permanent cap of refugees, and replacing current employment-based system with a points-based system. § 2017: Rescinds DACA program; action blocked by Supreme Court on June 18, 2020 as “arbitrary and capricious.” § 2017: Two executive orders curtailing travel/immigration from 6 majority Muslim countries (Chad, Iran, Libya, Syria, Yemen, Somalia) as well as North Korea and Venezuela. In June 2018, the U.S. Supreme Court uphold a third version of the ban on 7 of these countries (ban on Chad lifted). § 2017: Ends Temporary Protected Status for over 317,000 from 10 countries, although lawsuits resulted in extensions for many until 2021. § 2017-2020: Policy of family separation and detention implemented; 4,368 migrant children separated from their families. § June, 2020: Extended a freeze on green cards for new immigrants and signed an executive order to suspend new H-1B, L-1, J and other temporary work visas for skilled workers, managers and au pairs through the end of the year. n March, 2020: The Coronavirus Aid, Relief and Economic Security (CARES) Act passed. Designed to support families during current health crisis but included a specific restriction. If any member of a U.S. household had an undocumented immigrant or didn't have Social Security number, the $1,200 for adults or $500 for children wouldn't reach those families. Affects not just the individual, but the whole household.

https://www.history.com/topics/immigration/immigration-united-states-timeline https://www.latimes.com/projects/la-na-immigration-trends/ https://apnews.com/015702afdb4d4fbf85cf5070cd2c6824 https://www.splcenter.org/news/2020/06/17/family-separation-under-trump-administration-timeline Not American

Over U.S. history, objections to increases in immigration often based on bias and stereotypes centered on race, ethnicity, religion and culture, as well as beliefs that certain nationalities or ethnicities were inherently better or worse than others.

“immoral” “greedy” “out to get our jobs” “drug addicts” “diseased” “materialistic” “genetically impure” “thieves” “lazy” “socialists” “intellectually inferior” “rapists” “drunkards” “anarchists” “social menace” “criminals” ”primitive” “subversive” “security threat” “terrorists”

“Unassimilable” = “Not American” n https://www.dropbox.com/s/cwglco15a5zyxta/Screenshot %202020-07-09%2013.07.03.png?dl=0

https://www.latimes.com/projects/la-na-immigration-trends/ Immigrant Percentage of U.S. Population

https://www.pewresearch.org/fact-tank/2019/06/17/key-findings-about-u-s-immigrants/ Current Immigrant Population

https://www.pewresearch.org/fact-tank/2019/06/17/key-findings-about-u-s-immigrants/ Disproportionate Impact of Coronavirus Pandemic Health § Latinx people highest proportion of Coronavirus cases across the country, throughout hundreds of counties in urban, suburban and rural areas and across all age groups.

§ Latinx people are being hospitalized at 4x the rate of white people and dying at 2.5x the rate of white people. n Latinx people between the ages of 40 and 59 have been infected at 5 times the rate of white people in the same age group. n Of the Latinx people who died, more than 25% were younger than 60, compared to only 6% of white people that young. n Major factors for these differences: § Lowest rate of telework (16.2% compared to 19.7% for African-Americans, 30% for Whites and 39% for Asian- Americans). § Overrepresented in “essential jobs” (service, agricultural, food production) and in 10 lowest paying jobs, often with no sick leave. § Twice as likely to reside in crowded dwellings (less than 500 square feet a person) than white people. 25% live in multigenerational households. § Largest segment of the population to not have health insurance. Also high mistrust of the federal government and the medical system - afraid to seek health care, especially in mixed-status households. § Lack of reliable information in Spanish, impeding efforts to combat the spread of the virus in Latinx communities. § Latinx people have higher rates of both hypertension and diabetes compared to non-Hispanic white people - two of the leading underlying illnesses of COVID-19 deaths. Due to long-standing systemic health disparities and social inequities. § Not all about co-morbidities: “The focus on co-morbidities makes me angry, because this is really about who still has to leave their home to work, who has to live in a crowded apartment, get on crowded transport, and go to a crowded workplace, and we just haven’t acknowledged that those of us who have the privilege of continuing to work from our homes aren’t facing those risks.” (Dr. Mary Bassett, Director of the FXB Center for Health and Human Rights, Harvard University) https://www.nytimes.com/interactive/2020/07/05/us/coronavirus-latinos-african-americans-cdc-data.html https://www.apmresearchlab.org/covid/deaths-by-race Economic n Highest unemployment rate (20.2% for Latinx women; 16.7% for Latinx men) https://usafacts.org/articles/unemployment-rate-during-covid-19-highest-among-hispanic-and-black-americans/ https://www.pewresearch.org/fact-tank/2020/04/03/u-s-latinos-among-hardest-hit-by-pay-cuts-job-losses-due-to-coronavirus/ Harassment and Hate Crimes

https://www.pewsocialtrends.org/2020/07/01/many-black-and-asian-americans-say-they-have-experienced-discrimination- amid-the-covid-19-outbreak/ n 1,497 reports of coronavirus discrimination, harassment and assault against AAPI people from March 19-April 15, 2020. n Asian-Americans being told to “Go back to China,” being blamed for “bringing the virus” to the United States, being referred to with racial slurs, spat on, or physically assaulted. n Statements by public officials referring to COVID-19 as the “Chinese virus,” “Kung Flu” or “Wu Flu” exacerbating the scapegoating and targeting of the AAPI community. n Antisemitic and xenophobic conspiracies about COVID-19 spreading, especially on social media, blaming Jews and China for creating, spreading and profiting off the virus. https://caasf.org/press-release/in-one-month-stop-aapi-hate-receives-almost-1500-incident-reports-of- verbal-harassment-shunning-and-physical-assaults/ https://www.adl.org/blog/reports-of-anti-asian-assaults-harassment-and-hate-crimes-rise-as-coronavirus- spreads International Students n Total number of international students enrolled in US colleges = 1,095,299 (5.5% of the total US student body) § 431,930 undergraduate students (-2.4% decrease from 2018) § 377,943 graduate students (-1.3% decrease from 2018) § 62,341 non-degree students (-5.0% decrease from 2018) § 223,085 Optional Practical Training (OPT) workers (9.6% increase from 2018)

https://educationdata.org/international-student-enrollment-statistics/ Top Reasons for Non-enrollment In 2019, students who did not enroll in college in the US indicated their top reasons for their decision: n 87% - Visa application process/delay/denial n 58% - Social & political environment n 58% - Enrolled in another country n 55% - Cost of tuition n 50% - Securing a job in the US after graduation n Other English-speaking countries offering incentives (expedited visa process, post-graduate work-study visas) n Economic conditions in home country

https://educationdata.org/international-student-enrollment-statistics/ International STEM Students

n Increasing share of students receiving STEM US degrees: § Doubled from 11% in SY1988-1989 to 22% in SY2016-2017. § Higher for master’s degrees (54%) and doctorate degrees (44%). https://crsreports.congress.gov/product/pdf/IF/IF11347#:~:text=For%20more%20information%20on%20STEM,STEM)%20Educ ation%3A%20An%20Overview.&text=More%20than%201%20million%20foreign,visas%20(see%20box%20on%20p. Experiences of Students/Trainees n International trainee who hears anti-Asian slurs and receives glaring looks when she leaves her apartment. n Latinx trainee who is very worried about her mother who works as a nurse in a nursing home. n International trainee who couldn’t return home for her grandmother’s 90th birthday due to recent travel restrictions on her visa. n International trainee’s concern that his parents aren’t social distancing because they live in a dense, urban area and need to continue to work. n International trainee who has people close to her who are ill or have died of COVID-19. Who Is a “Real” American? https://www.grinnell.edu/news/who-real-american-overwhelming-agreement-answer n Results of 2018 Grinnell College National Poll: § 90% “believe in treating people equally” § 88% “taking personal responsibility for one’s actions” § 81% “accepting people of different racial backgrounds" § 78% “accepting people of different religious backgrounds” § 44% “speak English” § 24% “born in the United States” § 23% “lived in the United States for most of their lives” § 23% “are Christian” n How do you define “real American?” n Does everyone have to be American to be a contributing member of society? Questions/Comments? Small Group Discussion Guidelines 1. We will start from a place of acknowledging that social inequalities, marginalization, and oppression exist. 2. We will recognize that we have all been systematically exposed to misinformation and bias about groups to which we and others belong. 3. We cannot be blamed for misinformation we have learned, but we will take responsibility for repeating it after we have learned otherwise. 4. We will not blame people who have been marginalized and oppressed for their oppression. 5. We will assume that people are doing the best they can – we will not demean, devalue, or in any way “put down” people for their experiences, perceptions, questions or comments. 6. We will strive to be “authentic and respectful” vs. “politically correct” and we will seek to “understand more than to be understood.” If we all do that, we will have an open, productive conversation. 7. We will maintain confidentiality about this discussion and not share what specific people have said outside of this group; this includes the facilitator. 8. We will recognize that the focus of this training is a life-long learning process and this training is but one step on the journey. Part III: Strategies for Positive Change SOLUTION: RESTORATIVE PRACTICES

AN OPPORTUNITY TO CREATE A BETTER CULTURE AND CLIMATE POST COVID-19 What is Restorative Justice?

It’s People n Prioritizes relationships before tasks exercising a set n It seeks cooperation instead of of shared values obedience and compliance and principles n *Offer to repair harm with no that work guarantees* interdependently n It is a journey not a destination to build and n Builds trust & understanding sustain n Shares power community n Honors diversity Why Restorative Practices?

“One cannot expect positive results from an educational or political action program which fails to respect the particular view of the world held by the people. Such a program constitutes cultural invasion, good intentions notwithstanding.” — Paulo Freire - Pedagogy of the Oppressed Cooperative Economics *From the Nguzo Saba – Dr. Maulana Karenga* n A group’s survival and it’s ability to thrive and grow are contingent on it’s ability to procure and maintain adequate resources. n Many “underserved communities” could greatly benefit from a “co- op” business model to triage the aftermath of this pandemic and the brutality of systemic racism. This might include “local manufacturing businesses, facilities management, social services, transportation, financial services and food sales from small markets to larger supermarkets”.

How Successful Cooperative Economic Models Can Work Wonderfully… Somewhere Else Written by Frank Joyce / AlterNet July 24, 2013 So How Do We Make Positive Change? n Implicit bias may actually be heightened by a societal emphasis on “colorblindness” § Negates an important part of a person’s identity § Shuts down effective understanding of race and its impact § “Colorblind racism” n Research shows that trying to be colorblind doesn’t work. When in the presence of someone different, we tend to: § Arrange seats further apart § Over-anticipate disagreement and conflict § Avoid potentially charged topics that could actually lead to enhanced understanding Understanding Empathy n Empathy is “relating to another’s pain as if it were you own.” Considered to be a critical ingredient in understanding and caring about others across difference. n Need to be aware of “empathy-bias” – the difference in how much we empathize with our own social group compared to another social group. n A study of people in 3 countries: (Bruneau, Cikara, & Saxe, 2017) § Americans regarding people from the Middle East, Hungarians regarding Muslim refugees, Greeks regarding Germans § Empathy measured as “degree to which participants felt good or bad about the fortunes and misfortunes of their own group compared to another” § Participants from all 3 countries showed empathy bias for their own groups and lower willingness to support the other group either through charity or by inducing passive harm (such as refusing to provide aid to thwart a terror attack). Tools for Positive Change n Mindfulness (fully present) Being tuned into what is happening within us and around us in the present moment. n Compassion (to “suffer with”) Recognizing the suffering of others and taking action to help. § Goes beyond sympathy to empathy (relating to another’s pain as if it’s your own) § Empathy + Action Reducing Bias and Enhancing Empathy n Research shows that mindfulness and compassion practices assist in raising awareness of our thoughts, emotions and physical sensations in a given moment and help us regulate emotional responses. (less “reacting” – more “responding”) § Decrease in anxiety § Increase in overall gratitude and well-being § Increase in empathy and perspective-taking § Some examples: § A study of participants in an 8-week compassion-related meditation program increased their empathic accuracy and showed increased activity in part of the brain associated with empathy (Mascaro et al, 2012). § Another study found that even a 10-minute mindfulness practice reduced race and age bias on the Implicit Assumptions Test (IAT) (Lueke & Gibon, 2014). ColorInsight Practices https://greatergood.berkeley.edu/article/item/how_mindfulness_can_defeat_racial_bias n Developed by Rhonda Magee, Professor of Law at the University of San Francisco and Chair of the Board of the Center for Contemplative Mind in Society n Combines mindfulness-based practices with teaching and learning about race, ethnicity and color. § Increases awareness about how race and color affect all of us. § Helps loosen attachments to previous narratives and internalized bias. § Creates pathways – neural, emotional, and relational – to engagements that help create positive change. The Role of Self-Compassion Dr. Kristin Neff - http://self-compassion.org § Self-compassion: “Treating ourselves with the same kindness, care, and concern that we would treat a good friend.” § “Self-compassion is not a way of judging ourselves positively; Self-compassion is a way of relating to ourselves kindly. Embracing ourselves as we are, flaws and all.” § Self-compassion includes 3 core components: § Self-kindness (vs. Self-criticism) § Common Humanity (vs. Isolation) § Mindfulness (vs. Denial or Over-identification) § Self-compassion related to increased empathy and compassion towards others. Just Like Me… Reflection Questions/Comments? References n Anti-defamation League. (June, 2020). Reports of anti-Asian assaults, harassment and hate crimes rise as coronavirus spreads. Retrieved from https://www.adl.org/blog/reports-of-anti-asian-assaults- harassment-and-hate-crimes-rise-as-coronavirus-spreads n Bastrikin, A. (2020). International student enrollment statistics. Retrieved from https://educationdata.org/international-student-enrollment-statistics/ n Calo, W. A., Murray, A., Francis, E., Bermudez, M., & Kraschnewski, J. (2020). Reaching the Hispanic community about COVID-19 through existing chronic disease prevention programs. Preventing Chronic Diseases, 17. http://dx.doi.org/10.5888/pcd17.200165 n Congressional Research Services. (2019). Foreign STEM students in the United States. Retrieved from https://crsreports.congress.gov/product/pdf/IF/IF11347#:~:text=For%20more%20information%20on%20 STEM,STEM)%20Education%3A%20An%20Overview.&text=More%20than%201%20million%20foreign ,visas%20(see%20box%20on%20p. n Cottontop, E. (Dec. 2016). Dad exposes racist mom who hates cornrows on their biracial child. Retrieved from https://emilycottontop.com/dad-exposes-racist-mom-hates-cornrows-biracial-child/ n Fisher, S. (June, 2020). Abby Johnson: Police will racially profile my biracial son; that’s smart. Retrieved from https://www.simchafisher.com/2020/06/25/abby-johnson-police-will-racially-profile- my-biracial-son-thats-smart n Fuller, N. (2016). A compensatory counter-racist code. Retrieved from https://www.officialblackreview.com/blog/2019/7/12/the-best-book-ever-on-how-to-eliminate-racism-a- must-read n GG’s racist badge to go. (June, 2020). Retrieved from http://www.jamaicaobserver.com/latestnews/GG%26%238217;s_racist_badge_to_go?profile=1228 n James, P. (2009). Picture this: World War I posters and visual culture. Lincoln, NE: University of Nebraska Press. n In one month, STOP AAPI HATE receives almost 1500 incident reports of verbal harassment, shunning and physical assaults. (April, 2020). Retrieved from https://caasf.org/press-release/in- one-month-stop-aapi-hate-receives-almost-1500-incident-reports-of-verbal-harassment-shunning- and-physical-assaults/ n Koemer, J. L. (1993). The moment of self-portraiture in German renaissance art. Chicago, IL: University of Chicago Press. n Krogstad, J. M., Gonzalez-Barrera, A., & Noe-Bustamante, L. (2020). U.S. Latinos among hardest hit by pay cuts, job losses due to coronavirus. Retrieved from https://www.pewresearch.org/fact- tank/2020/04/03/u-s-latinos-among-hardest-hit-by-pay-cuts-job-losses-due-to-coronavirus/ n Lutgendorf, P. (2007). Hanuman’s tale: The messages of a divine monkey. Oxford, UK: Oxford University Press. n Malik, K. (July 14, 2014). “THERE BE MONSTERS.” Pandaemonium. Retrieved from http://kenanmalik.wordpress.com/2014/07/11/there-be-monsters/ n Massey, L. (Sept. 23, 2010). Libertas Americana: First edition books blog. Peter Harrington. http://www.peterharrigan.co.uk/blog/libertas-americana/ n Mather, F. (Nov. 8, 1914 ). Culture vs. Kultur. The New York Times. Retrieved from https://www.nytimes.com/1914/11/08/archives/culture-vs-kultur.html n Oppel, R. A., Gebeloff, R., Lai, K.K.R., Wright, W., & Smith, M. (July, 2020). The fullest look yet at the racial inequity of coronavirus. The New York Times. Retrieved from https://www.nytimes.com/interactive/2020/07/05/us/coronavirus-latinos-african-americans-cdc- data.html n Pharr, S. (1997) Homohobia: A weapon of sexism (expanded ed.). Iverness, CA: Chardon Press. n Quintero, A. (2017). America’s love-hate relationship with immigrants. Los Angeles Times. Retrieved from https://www.latimes.com/projects/la-na-immigration-trends/ n Radford, J. (June, 2019). Key findings about U.S. immigrants. Retrieved from https://www.pewresearch.org/fact-tank/2019/06/17/key-findings-about-u-s-immigrants/ n Ruiz, N. G., Horowitz, J. M., & Tamir, C. (July, 2020). Many Black and Asian Americans say they have experienced discrimination amid the COVID-19 outbreak. Pew Research Center. Retrieved from https://www.pewsocialtrends.org/2020/07/01/many-black-and-asian-americans-say-they-have-experienced- discrimination-amid-the-covid-19-outbreak/ n Sept, J. M., & Brooks, G. E. (1994). Reports of chimpanzee natural history, including tool use, in 16th- and 17th century Sierra Leone. International Journal of Primatology, 15(6), 867-878. n 7 stages of grief: Modified Kubler-Ross model. (n.d.). Retrieved from: https://motivationalhierarchy.files.wordpress.com/2013/05/grief-model-7.png n Sherman, C., Mendoza, M., & Burke, G. (2019). US held record number of children in 2019. AP News. Retrieved from https://apnews.com/015702afdb4d4fbf85cf5070cd2c6824 n Slayer vs. Jaguaro sketch print. (n.d.). Retrieved from https://www.bing.com/images/search?q=slayer+vs+jaguaro&qpvt=slayer+vs+jaguaro&form=IGRE&first=1&scen ario=ImageHoverTitle&ajf=100 n Southern Poverty Law Center. (2020). Family separation under Trump administration: A timeline. Retrieved from https://www.splcenter.org/news/2020/06/17/family-separation-under-trump-administration- timeline n The color of coronavirus: COVID-19 deaths by race and ethnicity in the U.S. (July, 2020). Retrieved from https://www.apmresearchlab.org/covid/deaths-by-race n Unemployment rate during COVID-19 highest among Hispanics and Blacks. (June, 2020). Retrieved from https://usafacts.org/articles/unemployment-rate-during-covid-19-highest-among-hispanic-and-black- americans/ n U.S. Immigration Timeline. (April, 2019). Retrieved from https://www.history.com/topics/immigration/immigration-united-states-timeline n Young, J. G. (2017). Making America 1920 again? Nativism and US immigration, past and present. Journal on Migration and Human Security, 5(1), 217-235. n Who is a real American? Overwhelming agreement on the answer. (2018). Retrieved from https://www.grinnell.edu/news/who-real-american-overwhelming-agreement-answer